Aspire-II - From Teacher Task Design to Generalizable Knowledge of Student Learning: A Comprehensive Study of Learning Progression Use

Aspire-II - 从教师任务设计到学生学习的普遍知识：学习进度使用的综合研究

• 批准号: 1561751
• 负责人: Erin Furtak
• 金额: $ 121.01万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-06-01 至 2021-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1561751&HistoricalAwards=false
• 关键词: Aspire; II; Teacher; Task; Design

The EHR Core Research program emphasizes fundamental STEM education research that will generate foundational knowledge in the field. While learning progressions have shown promise as supports for teachers as they design formative assessments, as well as suggested new approaches for modeling student learning, the field is still only at the beginning stages of understanding how learning progressions can inform and enhance student learning. This research is needed because studies show that although formative assessment may support student learning, formative assessment practices are not easy for teachers to learn. Through this effort up to 72 high school biology, chemistry and physics teachers will participate in professional learning communities to help them become more effective in using learning progression-centered formative assessment in their classrooms. This project will build on prior studies by helping teachers in setting learning goals, measuring student progress toward those goals, and providing feedback to improve students' performance. It will also extend an ongoing research-practice partnership between a university-based educational research team and a school district that are both committed to improving science education for its population of socioeconomically, linguistically, and ethnically diverse students.The overarching goals will be to investigate how teachers: (1) Engage with different types of learning progressions in different content domains to inform formative assessment design in professional learning communities; (2) Enact learning progression-based formative assessment tasks with students; (3) Measure the effect of learning progression-centered professional development on student learning, as well as the mediators of this effect; and will also (4) Model student learning and the extent to which assessment results support the hypotheses represented in learning progressions. The study will employ complementary qualitative and quantitative methods and follow a year of design-based implementation research with a quasi-experimental study of teachers participating in research-team facilitated professional learning communities focused on learning progressions. Evidence pertaining to teacher professional learning will be gathered through the triangulation of data from front-to-back analyses of teacher participation in professional learning communities, structured interviews, classroom observations, and analysis of formative assessment tasks. Student learning will be tracked through pre-post diagnostic assessments linked to learning progressions teachers use in their professional learning communities. Results from this work will advance knowledge about theory building through tools and resources along with evidence of their effectiveness, design criteria to guide formation of effective teacher collaboration around formative assessment design in professional learning communities, and model approaches for student performance relative to learning progressions. These end products will also provide instruments to help schools and districts collect evidence in real-time of professional learning community function and formative assessment task quality.

EHR 核心研究计划强调基础 STEM 教育研究，这些研究将产生该领域的基础知识。虽然学习进程有望为教师设计形成性评估提供支持，并为学生学习建模提出新方法，但该领域在理解学习进程如何指导和增强学生学习方面仍处于起步阶段。这项研究是必要的，因为研究表明，虽然形成性评估可以支持学生的学习，但形成性评估实践对教师来说并不容易学习。通过这项努力，多达 72 名高中生物、化学和物理教师将参与专业学习社区，帮助他们在课堂上更有效地使用以学习进展为中心的形成性评估。该项目将建立在先前研究的基础上，帮助教师设定学习目标，衡量学生实现这些目标的进展，并提供反馈以提高学生的表现。它还将扩大大学教育研究团队和学区之间持续的研究实践伙伴关系，双方都致力于改善社会经济、语言和种族多样化学生的科学教育。总体目标是调查教师如何：(1) 参与不同内容领域的不同类型的学习进程，为专业学习社区的形成性评估设计提供信息； (2) 与学生一起制定基于学习进展的形成性评估任务； (3) 衡量以学习进步为中心的专业发展对学生学习的影响，以及该影响的中介因素； (4) 模拟学生的学习以及评估结果在多大程度上支持学习进程中所代表的假设。该研究将采用互补的定性和定量方法，并在为期一年的基于设计的实施研究之后，对参与研究团队推动的专注于学习进展的专业学习社区的教师进行准实验研究。将通过对教师参与专业学习社区的前后分析、结构化访谈、课堂观察和形成性评估任务分析的数据进行三角测量，收集与教师专业学习相关的证据。将通过与教师在其专业学习社区中使用的学习进度相关的事前诊断评估来跟踪学生的学习情况。这项工作的结果将通过工具和资源及其有效性证据、指导围绕专业学习社区形成性评估设计形成有效教师协作的设计标准以及与学习进度相关的学生表现模型方法来推进关于理论构建的知识。这些最终产品还将提供工具来帮助学校和学区实时收集专业学习社区功能和形成性评估任务质量的证据。